Teaching Toward Activism: A Meta-MOOC

Can we build courses with dissent as their goal, to incorporate structures of opposition such that completing a class leads to defiance?

This self-paced MOOC provides resources and guidance to help educators and institutions create sites of resistance giving students space to make plans and take action. Created by the 2018 Critical Pedagogy and Digital Praxis in the Humanities course at the Digital Humanities Summer Institute, this MOOC adopts and presents principles of Critical Digital Pedagogy as a means of helping students find agency.

This content is offered in three modules, which can be completed in order or just as effectively at random. Because each section shows how to enact Critical Digital Pedagogy in an online space, several themes will emerge as points of overlap within the material.

We encourage you to dive in, explore, ask questions, and find challenges that you can use when building your own MOOCs that teach toward activism. Share your learning and your experiences using the #critprax18 hashtag to keep the conversation going!

The Course Content

  1. Considerations
  2. Resources
  3. Application

The Course Authors

  • Angelica Huizar, Old Dominion University
  • Audrey I. Taylor, Midway University
  • Avery J. Wiscomb, Carnegie Mellon University
  • Crystal S. Donkor, SUNY New Paltz
  • Enrique Ramirez Jr, California State University Northridge
  • Helena Maragou, The American College Of Greece
  • Jacqueline Dillion, Pepperdine University
  • Jared McCormick, University of Pittsburgh
  • Jason Wiens, University of Calgary
  • Jessica C. P. Lopez, Michigan State University
  • Joshua J. Smith, The University of Western Ontario
  • Kush Upendra Patel, University of Michigan
  • Laura E. Sanders, Portland Community College
  • Michelle Iden, County College of Morris
  • Nicholas Homenda, Indiana University
  • NicoleĀ  Bouchard, Baylor University
  • Quetzalli Enrique, California State University Northridge
  • Rosa Rivera Furumoto, California State University Northridge
  • Zachary Kopin, The University of Michigan